El no-saber en las cartografías sobre nuestro aprender como investigadores: una mirada post-cualitativa

  1. Carlos Canales 1
  2. Paulo Padilla-Petry 1
  3. Luispe Gutiérrez 2
  1. 1 Universitat de Barcelona

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  2. 2 Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Educatio siglo XXI: Revista de la Facultad de Educación

ISSN: 1989-466X 1699-2105

Year of publication: 2019

Issue Title: La perspectiva postcualitativa y la posibilidad de pensar en ‘otra’ investigación educativa

Volume: 37

Issue: 2

Pages: 49-66

Type: Article

DOI: 10.6018/EDUCATIO.387011 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educatio siglo XXI: Revista de la Facultad de Educación


The starting point of this article is a project about how teachers learn using cartographies to represent their learning scenarios, their transits and the relations of schools with what is outside them. Before beginning our research with kindergarten, primary and secondary school teachers, our group built their own cartographies. They are understood as an investigation methodology that is both narrative and artistic and allows us to explore interstices, displacements, unstable trajectories, forms of knowing, assemblages and plots which teachers use for learning. The process of building cartographies about how, where and why we learn how to be researchers made us change the focus of our research. It also made us change the lens through which we look and the angle from which we observe. We did research about ourselves with a view to inquiring through artistic methods. This paradigm puts the researcher in a position of fragility and insecurity. In the article we situated ourselves in an unknown position with a view to reviewing and studying the process of building our cartographies. On the other hand, we tried to explain samples of our epistemological, ontological, ethical and methodological processes which stemmed from post-qualitative investigation assumptions

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